Mr. Kildee (for
himself, Mr. Ryan of Ohio, and
Mrs. Biggert) introduced the following
bill; which was referred to the Committee
on Education and Labor

A BILL

To support evidence-based social and emotional learning
programming.

1.

Short title

This Act may be cited as the
Academic, Social, and Emotional
Learning Act of 2009.

2.

Findings

The Congress makes the following
findings:

(1)

To succeed in
school, students need to be engaged. They need to know how to maintain focus
and effort in the face of setbacks, work effectively with others, and be good
communicators and problem-solvers.

(2)

Social and
emotional skills form a foundation for young people’s success not just in
school, but as healthy and caring adults, productive workers, and engaged
citizens.

(3)

Not only can these
skills be taught, they can be taught by regular classroom teachers in schools
of every type to students of every background.

(4)

Academic outcomes resulting from social and
emotional learning include greater motivation to learn and commitment to
school, increased time devoted to schoolwork and mastery of subject matter,
improved attendance, graduation rates, grades, and test scores.

(5)

These positive outcomes increase in
students who are involved in social and emotional learning programming by an
average of 11 percentile points over students who are not involved in such
programming.

(6)

Social and
emotional learning programming also results in reduced problem behavior,
improved health outcomes, a lower rate of violent delinquency, and a lower rate
of heavy alcohol use.

I

Grants to support
evidence-based social and emotional learning programming

101.

Purpose

The purpose of this title is to advance
student achievement, attainment, and social and emotional development by
establishing Federal grant programs to support social and emotional learning
programming in elementary and secondary schools.

102.

National
training and technical assistance center

(a)

Grant
authorized

The Secretary is authorized to award a grant to
establish a National Technical Assistance and Training Center for Social and
Emotional Learning that provides training and technical assistance to States,
local educational agencies, and community-based organizations to identify,
promote, and support evidence-based social and emotional learning programming
in elementary and secondary schools.

(b)

Authorized
activities

Grant funds provided under this section shall be
used—

(1)

to provide
technical assistance to States, local educational agencies, and community-based
organizations on the effective implementation of social and emotional learning
standards and programming to States, including technical assistance on
coordinated classroom and school-wide programming as well as how to engage
families and communities in social and emotional learning efforts;

(2)

to provide ongoing
high-quality professional development to support effective implementation of
social and emotional learning standards and programming;

(3)

to conduct
research and disseminate information on social and emotional learning standards
and programming;

(4)

to develop and
disseminate reliable assessment tools to measure student progress in social and
emotional development; and

(5)

to evaluate social
and emotional learning programming to determine the impact of such programming
on student achievement and behavior.

(c)

Eligible
grantee

The grant may be awarded to a nonprofit organization that
has extensive experience in—

(1)

developing
research based standards, instructional resources, and assessments of social
and emotional learning;

(2)

providing technical assistance to States,
local educational agencies, and community-based organizations that are
developing and implementing social and emotional learning standards and
programming;

(3)

providing
high-quality professional development to local educational agency and school
personnel in social and emotional learning standards and programming;

(4)

conducting,
analyzing, and disseminating research on social and emotional development and
learning; and

(5)

evaluating social
and emotional learning standards and programming.

(d)

Application

Applications
shall be submitted at such time and in such manner as the Secretary determines.
Applications shall include a description of how the grantee—

(1)

will use funds
consistent with subsection (b); and

(2)

meets the
eligibility requirements described in subsection (c).

(e)

Duration of
grant

The grant under this section shall be awarded for 5
years.

(f)

Report to
Secretary

The grantee shall report any information the Secretary
deems appropriate at such a time and in such manner as the Secretary shall
require.

103.

Grants to
States and local educational agencies

(a)

Grants
authorized

The Secretary is authorized to award competitive
grants to States and local educational agencies to work with the National
Technical Assistance and Training Center for Social and Emotional Learning to
develop and implement evidence-based social and emotional learning standards
and programming in elementary schools and secondary schools.

(b)

Uses of funds
for States

(1)

Required
activities

In the case of a State that receives a grant under
this section, the State shall carry out the following activities:

(A)

Create a State social and emotional
learning leadership team consisting of, at a minimum, a representative from the
State education agency, a school administrator, an educator, a parent, a
representative from an institution of higher education in the State, and a
coordinator for mental health or pupil support services to guide the planning,
implementation, and monitoring of social and emotional learning
programming.

(B)

Develop a State
plan outlining policies, standards, or guidelines to support the implementation
of evidence-based social and emotional learning programming in local
educational agencies.

(C)

Develop a
statewide high-quality professional development framework and student
assessment system for State agency staff, school administrators, teachers, and
paraprofessionals to implement and assess social and emotional learning.

(D)

Disseminate
information to educators and the public about advances in research, practices,
and policies that foster the social, emotional, and academic growth of
students.

(E)

Engage families
and communities in the social and emotional learning of students served.

(2)

Allowable
activities

In the case of a
State that receives a grant under this section, the State may carry out the
following activities:

(A)

Establish a plan
and provide competitive subgrants to local education agencies to plan,
implement, and evaluate sustainable social and emotional learning
programming.

(B)

Explore the
development of public-private partnerships to fund and support quality
implementation and assessment of evidence-based social and emotional
learning.

(c)

Uses of funds
for local education agencies

In the case of a local educational agency
that receives a grant under this section, the local educational agency shall
carry out the following activities:

(1)

Create district
and or school social and emotional learning coordinator(s) and coaches who work
with planning teams to plan, implement, evaluate, and monitor evidence-based
social and emotional learning programming.

(2)

Develop district-
and school-level policies and plans to support the implementation, and
evaluation of school-wide, evidence-based social and emotional learning
programming.

(3)

Provide ongoing
high-quality professional development and on-site coaching to school
administrators, teachers, and paraprofessionals who implement and assess
evidence-based social and emotional learning.

(4)

Engage families
and communities in the social and emotional development and learning of
students served.

(5)

Provide resources
and supports such as planning time, materials, and training sites for school
personnel that implement and assess evidence-based social and emotional
learning.

(6)

Monitor program
implementation and assess student progress in social and emotional learning
over time.

(7)

Disseminate
relevant research and information on social and emotional development and
learning.

(d)

Applications

(1)

In
general

Applications shall be submitted at such time and in such
manner as the Secretary determines.

(2)

State
application contents

A State application shall—

(A)

describe how the
State will implement the required activities described in subsection
(b)(1);

(B)

describe how the
State will work with the National Training and Technical Assistance Center;

(C)

describe how the
State will provide ongoing support to local education agencies to ensure
effective implementation of evidence-based social and emotional learning
standards and programming; and

(D)

describe benchmarks of success for the
State initiative.

(3)

Local
educational agency application contents

A local education agency
application shall—

(A)

describe how the
local education agency will implement the activities described in subsection
(c);

(B)

describe how the
local education agency will work with the National Training and Technical
Assistance Center;

(C)

describe how the
local education agency will work with the State to support evidence-based
social and emotional learning programming and ensure the ongoing support of the
local educational agency and school leader in schools where the grant is
implemented; and

(D)

describe benchmarks of success for the
local educational agency initiative.

with high numbers
or high percentages of students in schools identified as in need of
improvement, corrective action, or restructuring under section 1116 of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6316); and

(3)

having a plan for
sustainability of the program beyond the duration of the grant.

(f)

Duration of
grant

Grants under this section shall be awarded for 5
years.

(g)

Report to
Secretary

Grantees shall report any information the Secretary
deems appropriate at such a time and in such manner as the Secretary shall
require.

104.

Evaluation

The Secretary shall conduct an independent
evaluation of the activities funded under section 103. This evaluation shall
assess the following:

(1)

The impact of
evidence-based social and emotional learning programming on student achievement
and attainment.

(2)

The impact of
evidence-based social and emotional learning on student behavioral
outcomes.

(3)

The impact of
professional development in social and emotional learning programming on
program planning and implementation, teacher practice, and student
achievement.

105.

Definitions

In this title:

(1)

Institution of
higher education

The term institution of higher
education has the meaning given such term in section 101 of the Higher
Education Act of 1965 (20 U.S.C. 1001).

(2)

Local
educational agency; State educational agency

The terms
local educational agency and State educational
agency have the meanings given the terms in section 9101 of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).

(3)

Social and
emotional learning

The term social and emotional
learning is the process through which children and adults acquire the
knowledge, attitudes, and skills associated with the core areas of social and
emotional competency including—

(A)

self-awareness and self management to
achieve school and life success, such as: identifying and recognizing
strengths, needs, emotions, values and self-efficacy, impulse control and
stress management, self-motivation and discipline, and goal setting and
organizational skills;

(B)

social awareness
and interpersonal skills to establish and maintain positive relationships, such
as: perspective taking and respect for others, communication, working
cooperatively, negotiation, conflict management, help seeking; and

(C)

decisionmaking
skills and responsible behaviors in personal, academic and community contexts,
such as: situational analysis, problem solving, reflection and personal, social
and ethical responsibility.

(4)

Social and
emotional learning programming

The term social and
emotional learning programming refers to classroom instruction and
schoolwide activities and initiatives that—

(A)

integrate social
and emotional learning into school curriculum;

(B)

provide systematic
instruction whereby social and emotional skills are taught, modeled, practiced,
and applied so that students use them as part of their daily behavior;

(C)

teach children to
apply social and emotional skills to prevent specific problem behaviors such as
substance use, violence, bullying, and school failure, and to promote positive
behaviors in class, school, and community activities; and

The
term State means each of the several States of the United
States, the District of Columbia, and the Commonwealth of Puerto Rico.

106.

Authorization
of appropriations

There are
authorized to be appropriated to carry out this title—

(1)

$5,000,000 for
fiscal year 2010 to carry out section 102;

(2)

$30,000,000 for
fiscal year 2010 of which—

(A)

5 percent shall be
reserved to carry out section 104;

(B)

25 percent shall
be reserved for grants to States under section 103; and

(C)

70 percent for
grants to local education agencies under section 103; and

(3)

such sums as may
be necessary for fiscal years 2011 through 2014.

II

Elementary and
Secondary Education Act Amendments

201.

Amendments to
the Elementary and Secondary Education Act

(a)

School dropout
prevention initiative

Subpart 2 of part H of title I of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6561 et seq.) is
amended—

(1)

in section
1822(b)(1), by redesignating subparagraphs (H) through (J) as subparagraphs (I)
through (K), respectively, and inserting after subparagraph (G) the following:

(H)

implementing
social and emotional learning
programming;

;
and

(2)

in section
1825(2)—

(A)

after
creating alternative school programs, strike and;
and

(B)

strike the period
at the end and insert , and implementing social and emotional learning
programming..

(b)

Teacher and
principal training and recruiting fund

Part A of title II is the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6601 et seq.) is
amended—

(1)

in section
2113(c)(2)—

(A)

by striking
and at the end of subparagraph (A);

(B)

by striking the
period at the end of subparagraph (B) and insert ; and; and

(C)

by adding at the
end the following:

(C)

train teachers and
principals in practices that have demonstrated effectiveness in improving
student achievement, attainment, and behavior through addressing the social and
emotional development needs of students such as through social and emotional
learning programming.

;
and

(2)

in section
2123(a)(3)(B)(iii)—

(A)

by striking
and at the end of (I);

(B)

by redesignating
subclause (II) as subclause (III); and

(C)

by inserting afer
subclause (I) the following:

(II)

addressing the social and emotional
development needs of students to improve student achievement and attainment
such as through social and emotional learning programming;
and

.

(c)

Safe and
drug-Free schools and communities

Part A of title IV of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 7101 et seq.) is
amended—

(1)

in section
4112—

(A)

in subsection
(a)(5)(B), by inserting before the semicolon and developing and
implementing programming that addresses the social and emotional development
needs of students; and

(B)

in
(c)(2)(D)—

(i)

by
striking and at the end of clause (ii);

(ii)

by
redesignating clause (iii) as clause (iv); and

(iii)

by
inserting after clause (ii) the following:

(iii)

training,
technical assistance, and demonstration projects to foster a safe and drug-free
learning environment by addressing the social and emotional development needs
of students through social and emotional learning programming;
and

;

(2)

in section
4114(d)(7)—

(A)

in subparagraph
(C), by inserting before the semicolon and to promote the positive
social and emotional development of students; and

(B)

in subparagraph
(E)—

(i)

by
redesignating clauses (iii) through (v) as clauses (iv) through (vi),
respectively; and

(ii)

by
inserting after clause (ii) the following:

(iii)

promotes the positive social and emotional
development of
students;

;

(3)

in section
4115—

(A)

in subsection
(a)(1)—

(i)

by
redesignating subparagraphs (B) through (E) as subparagraphs (C) through (F),
respectively; and

(ii)

by
inserting after subparagraph (A) the following:

(B)

consider the
social and emotional development needs of the
students;

;
and

(B)

in subsection
(b)—

(i)

in
paragraph (1)(A), by inserting before the semicolon the following: and
promotes the positive social and emotional development of
students;

(ii)

in paragraph (2)(A)—

(I)

by redesignating
clauses (iii) through (vii) as clauses (iv) through (viii), respectively;
and

(II)

by inserting
after clause (ii) the following:

(iii)

promote the positive social and emotional
development of students, such as through social and emotional learning
programming;

;
and

(iii)

in
paragraph (2)(E)—

(I)

by redesignating
clauses (vii) through (xxii) as clauses (viii) through (xxiii), respectively;
and

(II)

by inserting
after clause (vi) the following:

(vii)

Social and emotional learning programming
that have proven effective in addressing the academic, social and emotional
development needs of students and in creating safe and drug free learning
environments.

;
and

(4)

in section
4121(a)(2)—

(A)

in subparagraph
(C), by striking and at the end;

(B)

in subparagraph
(D), by adding and at the end; and

(C)

by adding at the
end the following:

(E)

social and emotional learning programming
that have proven effective in addressing the academic, social, and emotional
development needs of students and in creating safe and drug-free learning
environments;